Prep 2 tg-unit-14 \ Rehab alsadany

1. 181
Objectives
Grammar
obligation: have to/don’t have to
Reading
Reading an article about schools around the world
Listening
Listening to a survey
Speaking
Asking questions formally and informally
Writing
Writing the results of a survey
LESSON 1 SB page 24
Outcomes
• To compare schools in Egypt, Japan and Brazil
• To read about three schools and answer
questions
Before using the book:
• Write the title of the unit Schools around the
world on the board and ask the students to tell
you what they think this means and what they will
study in the unit. Confirm any correct answers.
• Ask the students to work in small groups to
discuss what they know about schools in other
countries.
• Invite the students from different groups to share
their ideas.
& SB Page 24
Schools around the world
24
Lesson 1
UNIT
14
OBJECTIVES
• Grammar obligation and lack of
obligation: have to / don’t have to, has
to / doesn’t have to
• Reading Reading an article about
schools around the world
• Listening Listening to a survey
• Speaking Asking questions formally
and informally
• Writing Writing the results of a survey
Ask and answer
What do you think is the same or different
about schools in Egypt, Japan and Brazil?
Read the magazine article and check
your answers to exercise 1
1
2
nursery primary preparatory uniform
Complete the sentences with words from the article
1 All children go to …..……..... and …..…….. school.
2 Many children in Egypt go to …..…….. school before they are six years old.
3 Our school …..…….. is a white shirt, with black trousers or a skirt.
Are these sentences true (T) or false (F)?
1 All children in Egypt start school at the age of four.
2 In Japan, students have to clean their classrooms before school.
3 Some students in Japan have lessons outside school.
4 There are three different school times for children in Brazil.
3
4
primary
F
Japanese students don’t have a
uniform at primary school, but
they have to wear a uniform at
secondary school. They have
to clean the school building
at lunch time. Most students
practise sports or music after
school. Many students also have
private lessons. Although they
don’t have to go to these lessons,
many students go because they
want to do well in their exams.
All children in Egypt have to
go to school from the age of
six to fifteen. They can go to
nursery school from the age
of four, but they don’t have to
go. At primary and preparatory
school, all students have to wear
a uniform.
In Brazil, students don’t have
to go to school for more than
five hours a day. Schools have
different opening times. Lessons
can be in the morning, afternoon
or evening. Brazilian children
start school when they are six.
T h r e e s c h o o l s
1 Ask and answer
1 Draw attention to the Objectives box on page
24, which refers to the objectives of the unit, and
explain in Arabic if necessary.
2 Ask students to describe their school day—what
time they start and finish, how many classes they
have, what they wear.
3 Then ask the students to discuss the question in
small groups. Ask them to think about how big
the classes are, what the students wear, how long
their day is and so on.
3 Go round and monitor while they are working,
helping where necessary.
4 Invite different groups to share their ideas and
write them on the board under headings for each
country. Tell them that they are going to find out
more about going to school in Japan and Brazil.
2 Read the magazine article and check your
answers to exercise 1
1 Ask the students to read the text and check their
ideas for exercise 1.
2 Ask them to make a list of similarities and
differences between the three schools.
UNIT
14 Schools around the world
SB pages 24–28 WB pages18–20

2. 182
3 Ask the students whether their ideas were
correct. Then invite different students to make
comparisons between the schools
4 Ask the students which school they prefer and
why.
Answers:
The same: Brazilian and Egyptian students start
school when they are six.
Different: Japanese students clean their classrooms
and school buildings. Most of them practise sports
or music after school and have private lessons.
They don’t usually wear a uniform at primary
school.
Brazilian students only go to school for five hours a
day. They go at different times of the day when the
schools are open.
3 Complete the sentences with words from the
article
1 Ask the students to look at the words in the box.
Ask them to find the words in the text and elicit
their meanings.
2 The students then complete the sentences with
the appropriate word.
3 Check answers as a class.
4 Ask the students to read the text again and make
a note of any words they don’t know. Tell them
to try to guess their meaning, using the context
to help them. Then check the meanings of the
words as a whole class.
Answers:
1 secondary 2 nursery 3 uniform
4 Are these sentences true (T) or false (F)?
1 Ask the students to read the sentences and ask
them to answer them without referring back to
the text.
2 The students then read the text again and check
their answers.
3 Check answers as a class, and ask volunteers to
correct the false information.
Answers:
1 F (they start at six)
2 F (they do this at lunch time)
3 T 4 T
L E S S O N 2 S B p a g e 2 5 W B p a g e 1 8
Outcomes
• To use have to/don’t have to for obligation
& SB Page 25
Lesson 2
25
14
UNIT
Underline the examples of have to in these
sentences. Circle don’t have to
1 All children in Egypt have to go to school from the age of
six to fifteen.
2 At primary and preparatory school, all students have to
wear a uniform.
3 Although they don’t have to go to these lessons, many
students go because they want to do well in their exams.
4 In Brazil, students don’t have to go to school for more
than five hours a day.
1
obligation and lack of obligation : have to / don’t have to, has
to / doesn’t have to
• We use have / has to to talk about rules and things that are necessary:
We have to go to school five days a week.
He has to go to school on time.
• We use the negative form (don’t have to / doesn’t have to) to talk about
things that are not necessary:
We don’t have to go to school on Saturdays.
He isn’t late. He doesn’t have to hurry.
• The form of the Yes / No question is do / does + subject + have to + infinitive:
Do you have to get up at seven o’clock? Yes, I do. / No, I don’t.
Does she have to eat breakfast? Yes, she does. / No, she doesn’t.
• You can also make questions using a question word:
When do we have to finish our homework? Why does she have to go now?
GRAMMARBOX
2 Complete the sentences with the correct form of have / has to or
don’t / doesn’t have to
1 You ….....…….. use a pen to write the exam. Don’t use a pencil.
2 All students …............…….. come to school on time.
3 People …............…….. drive on the right in Egypt.
4 Hassan …............…….. learn this vocabulary because he already knows it.
5 My aunt …............…….. work at night sometimes because she is a nurse.
Ask and answer about
things you have to do ...
1 before school.
2 in the classroom.
3 after school.
have to
What do you have
to do before you
go to school?
3
I have to walk to
school with my sister
because she’s too young
to walk by herself.
Workbook page 18
1 Underline the examples of have to in these
sentences. Circle don’t have to
1 Ask the students to look at the first sentence and
underlined words. Ask Do six-year-old children
go to school in Egypt? (Yes). Is it necessary for
them to go to school? (Yes). Do sixteen-year-olds
have to go to school in Egypt? (No).
2 Ask the students to identify have to/don’t have
to in the rest of the sentences. Then ask them
to copy the sentences into their copybooks and
underline or circle the examples.
3 Ask them to look again at sentences 3 and 4.
Ask how they are different from sentences 1 and
2 (they are negative). Ask about sentence 3 Is
it necessary for students to go to these lessons?
(No). Ask about sentence 4 Must students stay at
school for longer than five hours in Brazil? (No).
4 Elicit the difference between have to and don’t

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have to. Then ask the students to read the first
two points in the Grammar box to check their
ideas.
5 Ask the question in the third point to elicit the
short answers. Then ask them to read the third
and fourth points in the Grammar box. Ask
students what they think the Yes/No question
form for don’t have to might be, for example,
Don’t you have to wear a uniform for school?
Repeat for the wh- question form, for example,
Why don’t you have to go to lessons in the
morning?
6 Ask students to think of some things they have
to or don’t have to do at school.
Answers:
1 All children in Egypt have to go to school from
the ages of six to 15.
2 At primary and secondary school, all students
have to wear a uniform.
3 Although they don’t have to go to these lessons,
many students go because they want to do well
in their exams.
4 In Brazil, students don’t have to go to school for
more than five hours a day.
2 Complete the sentences with the correct form
of have to/has to or don’t/doesn’t have to
1 Ask the students to look at the example sentence.
Explain that they have to complete the rest of the
sentences in a similar way, making sure to use
the correct form of have to/don’t have to.
2 The students complete the exercise in pairs.
Then invite different students to read out the
completed sentences.
Answers:
2 have to 3 have to 4 doesn’t have to
5 has to
3 Ask and answer about things you have to/
don’t have to do
1 Ask the students to tell you what they remember
about using have to/don’t have to.
2 Ask two students to read out the examples
shown in the speech bubbles. Tell them that they
are going to make similar sentences themselves.
3 The students work in pairs to make sentences
using the prompts and have to/don’t have to. Ask
them to make as many sentences as they can for
each prompt but set a time limit for the activity.
Go round and monitor while they are working,
helping where necessary.
4 Then invite different students to tell the rest of
the class what they have to/don’t have to do.
5 You might like to explain that mustn’t is the
negative of have to, used to express obligation
to not do something. Offer a few examples, and
ask students to do the same, for example, You
mustn’t run in the corridors (= It is necessary
that you don’t run in the corridors).
Answers:
Students’ own answers
✎ WB Page 18
Schools around
the world
1 Match the words and their meanings
1 b exam a a school for students aged six to about eleven
2 necessary b a formal test
3 nursery school c what you need to do or have
4 primary school d the clothes that some people have to wear at
school or for work
5 private lesson e a lesson that you go to outside school
6 uniform f a place where very young children are looked after
during the day
2 Listen and answer the following questions
1 Where is Yuna from?
2 What does Yuna have to do at lunch time?
3 What doesn’t Yuna have to do at school?
3 Choose the correct words
1 Egyptian children have to / don’t have to go to nursery school.
2 At primary school, all children have to / don’t have to wear a uniform.
3 Children have to / don’t have to wear their uniforms after school.
4 All children have to / don’t have to do exams at school.
5 Children have to / don’t have to take private lessons after school.
4 Answer the questions
1 What do you have to do before you go to school?
2 What do you have to do when the teacher comes
into the classroom?
3 What do you have to do after school?
4 What don’t you have to do at the weekend?
Module5
UNIT
14
18
1 Match the words and their meanings
1 Elicit vocabulary for schools that the students
have studied in the lesson.
2 Ask them to complete the exercise in pairs and
then check the answers as a whole class.

4. 184
Answers:
2 c 3 f 4 a 5 e 6 d
2 Listen and answer the following questions
1 Ask the students to read the questions. Explain
that they are going to hear a short recording
about Yuna and that they should listen and write
their answers.
2 Play the recording while students listen and
write their answers.
3 Check the answers with the whole class.
Tapescript
Voice: Yuna is Japanese. She goes to secondary
school. She doesn’t have to wear a uniform,
but she has to clean her school at lunchtime.

Answers:
1 She is from Japan.
2 She has to clean her school.
3 She doesn’t have to wear a uniform.
3 Choose the correct words
1 Elicit the meanings of have to/don’t have to.
2 Then ask them to read the example and complete
the rest of the task by choosing the correct
phrase. Tell them to answer about schools in
Egypt.
3 Invite different students to read out the sentences
for the rest of the class to say whether they have
chosen the correct phrase.
Answers:
2 have to 3 don’t have to 4 have to
5 don’t have to
4 Answer the questions
1 Ask the students what the boy is doing and invite
example sentences using have to.
2 Students then write answers that are true for
them. Ask them to compare their answers with a
partner, correcting any errors.
3 Invite different students to read out their
answers.
Answers:
Students’ own answers
LESSON 3 SB page 26
Outcomes
• To talk about jobs in the home
• To listen to a survey
• To ask and answer questions formally and
informally
& SB Page 26
Could you tell me
whether you have to go to
bed early at the weekend?
26
14
UNIT
Lesson 3
FUNCTIONSBOX
Do you mind if I ask you some questions (about …)? Not at all.
Excuse me. Could I ask you some questions (about …)? Yes, of course.
Could you tell me whether (you have to sweep the floors)?
Hello. Is it OK if I ask you some questions (about …)? That’s fine.
Do you (have to sweep the floors)?
Asking and answering questions formally
Asking and answering questions informally
Ask and answer
1 Can you match the words and
the pictures?
Work in pairs
1 Write one formal and one informal
question about things people have to
do at home or at school.
2 Take turns to ask and answer the
questions formally and informally.
1
4
2
3
a b
c d e
Listen to a survey
1 In which conversation is the speaker
talking to a friend?
2 How do you know?
Listen again and complete the table
do the washing up
dry the dishes
make your bed
set the table
sweep the floor
No, I don’t.
I can stay
up late.
sweep the
floors?
make your
bed? set the table?
do the
washing up?
dry the
dishes?
Speaker 1 8 4
Speaker 2
Speaker 3
2 Which of these jobs do you have
to do at home?
Internet search
Find out which machines
people can use to help
with jobs in the house.
c
1 Ask and answer
1 Ask the students to look at the pictures in
exercise 1 and elicit what the people are doing in
each picture.
2 Then ask them to look at the verbs in the box
and check their meanings. Students then match
them to the pictures. Check answers.
3 Ask the students to discuss the second question
in pairs.

5. 185
4 Ask different students to say which of the jobs
they have to do at home. If there is time, ask
them to explain other jobs they have to do at
home.
Answers:
1 a sweep the floor b make your bed
c do the washing up d dry the dishes
e set the table
2 Students’ own answers
2 Listen to a survey
1 Tell the students that they are going to listen to
some young people being asked about the jobs
they do at home for a survey.
2 Ask them to read the questions and then play the
recording. Ask students to discuss the answers in
pairs.
3 Invite students to volunteer their ideas, and play
the recording again for confirmation.
Tapescript
One
Girl 1: Good morning. I’m doing a survey about
jobs in the house. Do you mind if I ask you
some questions about jobs in the house?
Girl 2: Not at all.
Girl 1: Which jobs do you have to do in the house?
For example, could you tell me whether you
have to sweep the floors?
Girl 2: No, I don’t.
Girl 1: Do you have to make your bed?
Girl 2: Oh yes, I have to do that every day.
Girl 1: What about helping with meals? Could you
tell me whether you have to set the table?
Girl 2: No, I don’t. But I have to do the washing up
and dry the dishes, too.
Girl 1: Thank you for answering my questions.
Two
Boy 1: Excuse me, could I ask you some
questions?
Boy 2: Yes, of course.
Boy 1: Could you tell me whether you have to
sweep the floors at home? Or make your
bed?
Boy 2: I don’t have to sweep the floors, but I have
to make my bed.
Boy 1: Could you tell me whether you have to set
the table?

Boy 2: Yes, my sister and I both have to do that.
Boy 1: Who has to do the washing up?
Boy 2: My sister has to do that. I have to dry the
dishes.
Three
Girl 1: Hello, Fareeda! Is it OK if I ask you
some questions? It’s for my survey.
Fareeda: That’s fine! What is your survey about?
Girl 1: It’s about jobs in the house. Which jobs
do you have to do at home? Do you
have to sweep the floors?
Fareeda: Yes, I do. I have to do that every day.
Girl 1: Do you have to make your bed?
Fareeda: Yes, I do.
Girl 1: What other jobs do you have to do in the
house?
Fareeda: I have to set the table, do the washing
up and dry the dishes, too.
Girl 1: You are very helpful, Fareeda!
Answers:
Number 3. We know this because of the language
they use (Hello, Fareeda! Is it OK if … etc.)
3 Listen again and complete the table
1 Ask the students to look at the table and elicit
what the cross and tick mean. Then ask them to
copy the table into their copybooks.
2 Explain that you are going to play the recording
again and that they should listen and put ticks
and crosses in the boxes according to what each
speaker says.
3 Ask students to check their answers with a
partner and play the recording again if necessary.
4 Check answers as a class.
5 Ask the students to compare the speakers with
themselves, and ask who they are most similar to
in terms of the jobs they have to do at home.
Answers:
sweep the
floors?
make
your bed?
set the
table?
do the
washing up?
dry the
dishes?
Speaker 1 ✘ ✔ ✘ ✔ ✔
Speaker 2 ✘ ✔ ✔ ✘ ✔
Speaker 3 ✔ ✔ ✔ ✔ ✔

6. 186
4 Work in pairs
1 Ask the students to listen carefully again to
each of the interviews. Ask them to make a note
of any phrases which they think are formal or
informal.
2 Then ask them to compare their ideas with the
phrases in the Functions box.
3 Ask the students to read the examples in the
speech bubbles and ask Is the question formal or
informal? How do you know? (Formal, because
“Could you tell me whether…” is used).
4 Ask the students to write their questions,
referring to the Functions box to help them. Go
round and monitor, helping where necessary.
5 Students then work in pairs to ask and answer
the questions. Invite different pairs to ask and
answer their questions for the rest of the class
to listen and identify the formal and informal
phrases.
Answers:
Students’ own answers
: Internet search
1 Ask the students to look at the pictures in
exercise 1 again. Ask what equipment they are
using (brush, cloth, etc.).
2 Now tell the students that they are going to do an
internet search to find out about machines people
can use to make the jobs easier. Ask them to look
at the Internet search box.
3 Ask the students to report their findings to the
rest of the class. Write the new vocabulary on
the board and model pronunciation by saying
the words and asking the students to repeat them
after you.
4 Ask which of the machines they use at home to
help them with their jobs.
Suggested answers:
washing machine, dishwasher, vacuum cleaner
L E S S O N 4 S B p a g e 2 7 W B p a g e 1 9
Outcomes
• To talk about rules
• To carry out a survey
• To write about the results of the survey
& SB Page 27
27
14
UNIT
Lesson 4
PROJECT
4
Match the rules and the places or activities1
2
1 Do a survey. Choose one of
the following subjects:
• How do students in your
class go to school?
• Which jobs do students
have to do at home?
• How do students help their
parents outside the home?
2 Ask five or six students your
questions.
3 Write a paragraph about the
survey results.
I asked five students in my class
questions about this subject: “How do
you go to school?” Here are the results.
Three students have to walk to school.
They have to leave home early because
they don’t live very near the school. One
student’s father drives him to school.
One student comes to school by bus.
Work in pairs
1 Think of a place or an activity.
2 Make a sentence about it without saying the
place or activity. What do / don’t you have to do?
3 Say your sentence to your partner.
4 Can your partner guess the place or activity?
1 You have to read quietly.
2 You have to wear the correct shoes.
3 You have to look left and right before you
cross.
4 You have to buy a ticket.
5 You don’t have to buy anything.
e a the street
b a bus or train
c a shop
d tennis, football or basketball
e a library
You have to put books
on the bookcase. The library!
Look at the table on page 26 and complete the survey results
Only 1 …..….......................….. sweep the floors. 2 …..….......................….. make their beds.
3 …..….......................….. set the table. 4 …..….......................….. do the washing up and
5 …..….......................….. dry the dishes.
3
one person has to
Workbook page 19
1 Match the rules and the places or activities
1 Ask the students to list a few school rules in
order to elicit have to/don’t have to.
2 Then ask them to look at the rules on the left and
guess the places where the rules belong to.
3 Students then complete the task in pairs.
4 Check answers.
Answers:
2 d 3 a 4 b 5 c

7. 187
2 Work in pairs
1 Ask the students to think of some places and
activities and write their ideas on the board.
2 Ask students to read the instructions and the
example.
3 Model the activity by making a rule for one
of the places/activities like the example in the
speech bubble. Students guess the place/activity.
4 Students then make their own sentences for their
partner to guess. Remind them to use have to/
don’t have to. Go round and monitor, helping
where necessary.
5 Ask different students to say their rules for the
rest of the class to guess the place/activity.
Answers:
Students’ own answers
3 Look at the table on page 26 and complete
the survey results
1 Ask what the survey they listened to was about.
Then ask them to turn to page 23 and look again
at the table in exercise 3.
2 Draw their attention to the survey results and
ask them to use the information in the table to
complete the summary.
3 Students complete the task in pairs.
4 Check answers.
Answers:
2 Three people/All the people have to
3 Two people have to
4 Two people have to
5 three people/all the people have to
4 Project
1 Tell the students that now they are going to
carry out their own survey. Ask them to read the
instructions and to choose one of the subjects in
question 1.
2 Ask them to prepare a page in their copybook.
Ask them to write their question at the top
of the page and the numbers 1 to 6 down the
page, leaving space to write answers for each
interviewee.
3 The students then mingle and ask their question
to six other students, making a note of their
name and response.
4 Ask the students to return to their desks and
read the paragraph. Explain that they are going
to write a similar paragraph about the results of
their own survey.
5 Ask what kind of information is included in
the model paragraph (the number of people
questioned, the question that was asked, and the
results).
6 Ask the students to write their paragraphs
individually, using the example paragraph to
help them. Go round and monitor while they are
working, helping where necessary.
7 When they have finished writing, ask them to
compare their paragraphs with their partner,
correcting each other’s grammar and spelling.
Then invite volunteers to read out their
paragraphs for the class.
Answers:
Students’ own answers
✎ WB Page 19
1 Read and put a 3 or a 7
1 7 Teachers have to wear a uniform.
2 You have to do your homework.
3 You have to buy food when you go to a market.
4 You don’t have to understand all the words when you read an article in English.
5 You don’t have to go to university if you want to be a doctor.
2 Complete the sentences and match them to the pictures
dry the dishes make your bed set the table
sweep the floor wash up
1 e Before you eat, you have to set the table .
2 In the evening, most people after they eat.
3 After you wash up, you have to .
4 When you get up in the morning, you have to .
5 Some people every day so that it is always clean.
3 Choose the correct answer from a, b, c or d
1 A: Hello. I ask you some questions about your home?
B: Not at all.
a Do you mind if b Is it OK if c What d Can
2 Hi, Tamer. I ask you some questions for our homework tonight?
a Do you mind b Is it OK if c Could you tell me d Do you know if
3 Miss Eman, you want to work here. some questions about where you work now?
a Will I ask b I’ll ask c Could I ask you d Do I ask you
4 A: Hi, Magda. Can I ask you which jobs you have to do at home?
B:
a Not at all. b That’s fine. c Nice to meet you. d No, I don’t.
UNIT
14
a b c
d e
19
Module5
1 Read and put a ✔ or a ✘
1 Ask the students to look at the example and ask
a confident student to explain what to do.

8. 188
2 Students complete the task by putting ticks or
crosses in the boxes as appropriate.
3 Check and discuss the answers as a class.
Answers:
2 ✔ 3 ✘ 4 ✔ 5 ✘
2 Complete the sentences and match them to
the pictures
1 Elicit some of the jobs people do at home.
2 Then ask the students to read the example and
explain that they have to complete the rest of the
sentences with words from the box.
3 When they have finished, invite different
students to read out the completed sentences.
Then ask them to match the sentences with the
pictures, as in the example.
Answers:
2 wash up, picture b
3 dry the dishes, picture c
4 make your bed, picture d
5 sweep the floor, picture a
3 Choose the correct answer from a, b, c or d
1 Elicit the formal and informal phrases from the
Functions box on page 26.
2 Then ask the students to complete the exercise in
pairs. Remind them to think about whether the
situation is formal or informal.
3 Check answers as a class.
Answers:
2 b 3 c 4 b
REVIEW S B p a g e 2 8 W B p a g e 2 0
Outcomes
• To review and practise the vocabulary and
structures of the unit
• To practise word building skills
Before using the book:
• Write Schools around the world on the board
and ask the students what they have learned in this
unit. Brainstorm a list of topics, vocabulary and
grammar points.
• Tell the students that they are now going to
complete the review section for this unit, to see
what they can remember.
& SB Page 28
…..…................…. I ask you some questions?
…..…….. whether you have to wear a uniform?
…..…….. some questions?
…..…….. I ask you something?
The negative forms of adjectives
are often different. Many
adjectives use the prefixes un-,
im- or in-. Learn these forms:
unnecessary (= not necessary)
impossible (= not possible)
informal (= not formal)
Word building skills
Now you can …
• use words to talk about school and learning
• use have / has to and don’t / doesn’t have to for obligation
• ask formal and informal questions.
Complete the sentences with the correct form of
have / has to or don’t / doesn’t have to
We all 1 ….......…...….. do jobs in our family. My sister Huda
2 ….......…...….. do the washing up, but she 3 ….......…...….. dry
the dishes.
My brother Ashraf 4 ….......…...….. dry the dishes. He and Huda
5 ….......…...….. make their beds, but they 6 ….......…...….. set the
table.
7 ….......…...….. set the table. That’s my job! What jobs do you
8 ….......…...….. do in your house?
Complete the questions. Are they formal (F) or informal (I)?
Match to make sentences1
2
3
1 My brother is sixteen. He’s at
2 His sister is seven. She’s at
3 Children aged four to six go to
4 Most students in Egypt have to wear
1 you / mind / I / do / if
2 tell / me / you / could
3 I / could / you / ask
4 it / you / OK / is / if
b
F Do you mind if
have to
a a uniform.
b secondary school.
c nursery school.
d primary school.
Jobs!
Huda - do the
washing up,
make your bed
Ashraf - dry the
dishes, make
your bed
me - set the table
28
14
UNIT
Review
Workbook page 20
1 Match to make sentences
1 Elicit the words connected with schools and
learning that the students have studied in the
unit. Then ask the students to describe the
phrases on the right.
2 Students then match the sentence halves.
3 Invite different students to read out the whole
sentences.
Answers:
2 d 3 c 4 a
2 Complete the sentences with the correct form
of have/has to or don’t/doesn’t have to
1 Ask the students to give you some example
sentences using have/has to or don’t/doesn’t
have to and to explain the difference between
them.
2 Then ask them to read the example sentence and

9. 189
check that they understand what to do. Remind
them to use the list on the right.
3 The students complete the exercise individually
and check their answers in pairs. Then check the
answers as a whole class.
Answers:
2 has to 3 doesn’t have to 4 has to
5 have to 6 don’t have to 7 have to
8 do you have to
3 Complete the questions. Are they formal (F)
or informal (I)?
1 Elicit the formal and informal questions and
answers that the students have studied in the
unit.
2 The students then complete the questions using
the prompts, as in the example. They then decide
whether the phrase is formal or informal and
write F or I in the box.
3 Check the answers as a whole class.
Answers:
2 Could you tell me (F) 3 Could I ask you (F)
4 Is it OK if (I)
Word building skills
1 Write the positive adjectives on the board and
ask the students whether they know the opposite
forms.
2 Then ask them to read the Word building skills
box. Explain that there are no real rules for
prefixes and that they will need to memorise the
examples.
3 Ask whether students can think of any other
words which use the negative prefixes, for
example, unhappy.
✎ WB Page 20
1 Complete the sentences with un-, im- or in-
1 Your sunglasses are un necessary. It’s cloudy today!
2 It is possible to stay under water for more than a few minutes.
3 Hassan thinks that people who live in big cities are sometimes friendly.
4 Is it formal or formal to say “hi”?
5 Snow in most parts of Egypt is very usual.
6 Don’t eat too many sweets! They are healthy.
2 Complete these results for a survey about where
students usually study at a university
library Only popular results same study survey
3 Now write the results for this
survey about how students
usually study at a university
• Say how many people you asked and why.
• Use the information to talk about the results.
• Say what the information shows.
UNIT
14
We wanted to find out where university students study.
For our 1 survey , we asked questions to
100 students.
55% of students study in a 2 .
20% of students like to 3 in the
living room. 10% study in their bedroom. This is the
4 as the number of students who
study in the classroom. 5 5% of
students like to study outside.
The 6 show that a library is the
most 7 place to study.
never use a
computer
for study
60
50
40
30
20
10
0
study on
their
laptops
study on a
computer
at home
study on a
computer
in a library
5
15
20
60
55% study
in a library
20%
study in
the living
room
10% study
in their
bedroom
10% study
in the
classroom
5% study
outside, for
example at
the park
20
Module5
1 Complete the sentences with un-, im- or in-.
1 Ask the students what they remember about
making adjectives negative.
2 Then ask them to look at the example and
explain that they have to add one of the prefixes
to the adjectives after each space. Students
complete the exercise in pairs.
3 Check the answers as a whole class.
Answers:
2 impossible 3 unfriendly 4 informal
5 unusual 6 unhealthy
2 Complete these results for a survey about
where students usually study at a university
1 Ask the students to look at the words in the box
and elicit their meanings.
2 Students then complete the text using the pie
chart to help them. Ask them to complete the
exercise individually and then compare their
answers with a partner.
3 Check answers as a whole class.

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Answers:
2 library 3 study 4 same 5 Only
6 results 7 popular
3 Now write the results for this survey about
how students usually study at a university
1 Tell the students that they are going to write a
paragraph like the one in exercise 2.
2 Ask them to look at the bar chart and elicit
descriptions orally before they start writing.
Refer them to the prompts and ask them to plan
their work before they start writing.
3 They should start their answer in the Workbook
and continue in their copybooks if they need
more space. Go round and monitor while the
students work, making suggestions where
necessary. When they have finished, ask them to
exchange their paragraphs with a partner to read
and check the spelling and grammar.
4 Finally, invite different students to read out their
paragraphs for the class.
Answers:
Students’ own answers
A s s e s s m e n t
Speaking task
Outcome: to ask and answer questions formally
and informally
Use SB page 23, exercises 3 and 4
Using the prompts from the table in exercise 3, ask a
mixture of formal and informal questions to students.
Students must respond appropriately using formal and
informal phrases in their replies. Alternatively, assess
students in pairs. Allow them time to prepare two
formal and three informal questions before asking
and answering in turn.
Reading task
Outcome: to use short answers to respond to
questions using ‘have to
Use SB page 24, exercise 2 text
Write the following questions on the board:
1 Do children in Egypt have to go to school when
they are four years old?
2 Do Egyptian students have to wear a uniform?
3 Do Japanese students have to practise sports or
music after school?
4 Do Japanese students have to clean their school
at lunch time?
5 Do students in Brazil have to go to school at six
o’clock in the morning?
Students read the texts again and answer the
questions using appropriate short answers.
Writing Task
Outcome: to use have to/don’t have to
Use SB page 25, exercise 3
Students write two sentences for each of the prompts,
one using have to and one using don’t have to (six
sentences in total).
Listening task
Outcome: to understand formal/informal questions
Use the tapescript for SB page 26, exercise 2/3
Using the tapescript, read out the questions from one
of the interviews. Students listen carefully and say
whether the questions are formal or informal.